Faculty-created Micro-lectures

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Since I arrived at the University of Illinois College of Medicine (UICOM) in fall 2013, I have worked closely with our faculty to prepare them for teaching in different modalities. In the redesigned UICOM curriculum, we have incorporated more preparation work for students to do in advance of more interactive sessions like team-based learning, core cases, and flipped classroom. For part of this prep work, faculty have collaborated across campuses to create hundreds of pre-recorded short, succinct videos to view prior to attending interactive sessions. This is a little meta, however I wanted to show two videos we made with faculty to showcase how they have used two specific educational technologies: PowToon and Explain Everything.

Amy Lin, MD explaining how she has used PowToon to create micro-lectures.

Elliot Kaufman, PhD explaining how he has used the tablet app Explain Everything (also one of my personal favorites!) to create micro-lectures.

In 2017, as the College was ramping up the design of the new curriculum, it became clear that there would be a need for educational videos to augment other preparatory material. The concept of having students watch video as prep work is not new, of course. We were drastically reducing the number of traditional didactic education in favor of active learning sessions.

It was a little chaotic in the beginning as faculty were excited and scared to create video. My colleagues at the other campuses and I did numerous workshops and presentations (along with a lot of one-on-one work) with faculty, staff, and administration to help them to understand some best practices with video production.

Challenge: Many faculty felt that they would just be recording a traditional lecture and posting that for students to watch as prep work before coming to an active learning session.

To ensure continued faculty buy-in, we have used view statistics for recorded videos, student evaluations, and peer evaluations to give a more rounded view of how these videos are utilized by students. Positive feedback has helped to encourage faculty to continue creating them and as they do, they get better at it each time.

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